KJED Volume. 5, Issue 1 (2025)

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Contributor(s)

Emmanuel Mensah, Dickson Adom & Joe Adu-Agyem
 

Keywords

Professional development Teachers’ perceptions Experiences Instructional practices Student outcomes
 

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Assessing the perceptions and experiences of teachers regarding the impact of professional development on students' learning: An inquiry at Sabs Dayspring Community School, Kumasi Metropolis

Abstract: This mixed-method study aimed to assess teachers' perceptions and experiences regarding the impact of their professional development on students’ learning at SABS Dayspring Community School in the Kumasi Metropolitan Assembly district of the Ashanti region. Participants were invited to partake in the study using the convenience sampling method. Data were collected through questionnaires, interviews, and observations. Descriptive and inferential statistics were utilized to analyze the quantitative strand of the study, while thematic content analysis was employed to examine the qualitative strand. Correlation and regression analysis of hypotheses and research questions revealed a moderate positive correlation and a significant impact of professional development on teachers’ instructional practices (p = .002) and students’ learning (p = .032) at SABS Dayspring Community School. The thematic analysis of the study revealed that teachers perceive professional development as a means to support their professional growth and enhance students’ learning. However, they also perceive a mismatch between the professional development programs and their classroom needs and modalities. The study also revealed other barriers, such as a lack of sustained professional development workshops, follow-up and feedback, teacher ownership and involvement in planning and developing professional development, and a lack of motivation for teachers to partake in professional development. The study, therefore, offered recommendations for the school to align its professional development programs with the specific needs and realities of teachers' classrooms by investing in modern technology. Other recommendations included enhancing duration and continuity, aligning professional development with classroom contexts, providing motivation, incorporating teacher input, and implementing follow-up and feedback mechanisms to deal with challenges.
 
 
 

KIU Journal of Education (KJED) -- ISSN: 2790-4172, 2025 | All Articles